Presentation on Quality Components of a Good School by Ms Malste

1. Ms. Tiina Malste
QUALITY COMPONENTS OF
A GOOD SCHOOL
The Finnish Viewpoint
December 10, 2016

2. LOCAL CONTEXT
QUALITY COMPONENTS OF A GOOD SCHOOL

3. 1. PROFESSIONAL TEACHERS
”
Competence and
good pedagogical
skills enable
teachers to enjoy
full autonomy in
the classroom.

4. Longitudinal study on student learning, motivation, and
problem behaviour
2006-2016, over 2000 children KG-G9
Foundings so far:
• Teacher-student relationship affects more to the academic
performance than e.g. learning materials or classroom
environment
• Protects and enhances motivation for learning
• Prevents from bullying and social exclusion
• Recognised earlier at Primary grades but also seen
important at Secondary education
TEACHER-STUDENT RELATIONSHIP: THE FIRST STEPS STUDY

5. Key element of professional development and change as well
as educational equality
Does NOT mean:
• That teachers do what they wish
• Individualism
Includes both responsibility and freedom
• Responsibility: to act for the best for the students, the
parents, and the community (professional ethics)
• Freedom for ”interaction and collective will-formation”; to
find the best way to act
Teacher’s activity in the classroom based on his/her own
reflection and judgement
Value basis of teaching and learning
DEVELOPING TEACHER AUTONOMY

6. Trust rather than control
The more trust is given the
more motivated teachers
are to work and take
responsibility
Teachers recognised and
appreciated as
professionals in terms of
professional ethics and
pedagogical expertise
=> Little need for systematic
control
IMPLEMENTING TEACHER AUTONOMY
Feeling to act
under
surveillance
Lack of
motivation
Poor result
Need to control
and inspect
more closely
Vs. Vicious cycle of decreasing professional autonomy:

7. New single competences (content knowledge, coding in maths)
can be reached by traditional in-service training courses
=> Holistic change in teaching and learning culture requires
systematical approach and maintenance of know-how
=> Question of leadership
– Continuous teacher participation in curricular work
– Allocated working hours
– Resources?
PROFESSIONAL DEVELOPMENT AND LIFE-LONG LEARNING

8. WHAT DO THE HIGH-PERFORMING SCHOOL SYSTEMS HAVE IN
COMMON?
McKinsey&Company 2007: How the world’s best-performing school systems come out on top, p. 13
1. They get the right people to become
teachers.
2. They develop these people into effective
instructors.
3. They put in place systems and targeted
support to ensure that every child is able to
benefit from excellent instruction.

9. LOCAL CONTEXT
QUALITY COMPONENTS OF A GOOD SCHOOL

10. 2. DYNAMIC CURRICULUM AND LEARNING ENVIRONMENTS
”
Learning results
from active and
purposeful
activity
Joint conception
of learning and
teaching
Flexible and
varying
working
approaches
Inspiring
learning
environment
Constructive
and supportive
assessment
Cohesive
classroom
management
practicesCore of classroom
work is to excite a
desire for and to
enhance the flow of
learning

11. 1. Learning is an active and goal-oriented process, which is
facilitated by knowledgeable educators.
2. Learning is based on previous knowledge that is connected to
new experiences in a meaningful way.
3. Children construct new ideas and knowledge themselves in
interaction with the social environment.
4. Children learn best when they can practice their emerging skills
with the help of a more skillful person.
5. Children are motivated to learn together, both with and from
each other.
(Socio-constructivist and socio-cultural approaches)
CONCEPTION OF LEARNING

12. ASSESSMENT CULTURE
Assessment of learning
 Assessment for learning
 Assessment as learning
Each individual involved in assessment
Self-assessment
Formative assessment
On-going assessment with diverse methods

13.  An opportunity to discuss the changes taking place in today's
world and to develop schools and teaching
 Education both builds our future and addresses future
challenges
 Change requires strong leadership and a great deal of shared
thinking
CURRICULUM PROCESS IS IMPORTANT

14. AN ACTIVITY OF SHARED THINKING: LEARNING CAFÉ
WHAT SKI L L S WI L L OUR F UT URE GENERAT I ONS NEED?

15. 1. Thinking and learning to learn
2. Cultural competence, interaction and self-expression
3. Taking care of oneself and managing daily life
4. Multiliteracy
5. ICT competence
6. Working life competence and entrepreneurship
7. Participation, involvement and building a sustainable future
=> School subjects still have an important role in teaching and learning
21ST CENTURY SKILLS: TRANSVERSAL COMPETENCES IN FINNISH
NATIONAL CORE CURRICULUM 2016

16. LOCAL CONTEXT
QUALITY COMPONENTS OF A GOOD SCHOOL

17. 3. LEADERSHIP SKILLS
Organisation
structure,
processes and
culture
Change
management
Strategic
planning
COMMUNICATION
SKILLS
GROUP DYNAMICS
AND TEAMWORK
SKILLS HUMAN
RESOURCE
MANAGEMENT

18. THE FEATURES OF PEDAGOGICAL LEADERSHIP
Innovative
Ethical
Creative
Strategic
Focused on
improvement

19. Supports the individual learning
• leads him-/herself successfully
• knows the pupils and respect differences
• is present and available, does not abandon
• supports empowerment and self-actualization
• allows autonomy and does not have strict control
• directs, guides, helps and advises
• ensures diverse learning experiences
• gives a lot of positive and encouraging feedback
TEACHER - PEDAGOGICAL LEADER

20. Supports the community learning
• creates shared leadership, innovative learning
culture, pupils’ participation and new pedagogy
• seeks help for those with special needs
• shares know-how with colleagues
(Raasumaa 2010, Risku 2013, Kyyrä 2015)
TEACHER - PEDAGOGICAL LEADER

21. By:

23. Write down your answers!

25. Write down your answers!

26. LOCAL CONTEXT
QUALITY COMPONENTS OF A GOOD SCHOOL

27. 4. SCHOOL OUTREACH
I T TAKES A V I L L AGE
TO RAI SE A CHI L D.
African proverb”

28. SCHOOL OUTREACH
Labor market – 3rd level customer
Continuous dialogue between education and the
labor markets, and foresight of future scenarios
The surrounding community – 2nd level
customer
Continuous dialogue between other educational
institutions and stakeholders
Student/family – 1st level customers
Collaborative school communities, powerful
home-school relationships
”
Education which
genuinely shapes
future social and
economic
aspirations
enables effective
guidance and
counseling
procedures.

29. WHO’S RESPONSIBILITY?
STUDENT
PARENTS •
FAMILY
TEACHER •
SCHOOL
LEARNING
PROCESS

30. ACTIVITY: IMPORTANCE OF SHARED VALUES

31. UNDERLYING VALUES OF FINNISH BASIC EDUCATION
Uniqueness of each pupil and right to a good
education
Humanity, general knowledge and ability,
equality and democracy
Cultural diversity as a richness
Necessity of a sustainable way of living

32. Comments or Questions?

33. Ms. Tiina Malste
Lead Expert
EduCluster Finland
tiina.malste@educlusterfinland.fi